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What Research Tells Us about Reading Instruction Georgia’s Reading First February 2005

What Research Tells Us about Reading Instruction Georgia’s Reading First February 2005. What is SBRR (and how can I get some?). Dr. Michael C. McKenna Georgia Southern University. prevents the use of unreliable and untested methods that can actually impede academic progress

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What Research Tells Us about Reading Instruction Georgia’s Reading First February 2005

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  1. What Research Tells Us about Reading Instruction Georgia’s Reading First February 2005

  2. What is SBRR (and how can I get some?) Dr. Michael C. McKenna Georgia Southern University

  3. prevents the use of unreliable and untested methods that can actually impede academic progress makes teaching more effective, productive, and efficient can be better generalized and replicated across many sites Scientifically-Based Research

  4. Scientifically-Based Research • applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties

  5. Scientifically-Based Research • employs systematic empirical methods that draw on observation or experiment;

  6. Scientifically-Based Research • involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;

  7. Scientifically-Based Research • relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and . . .

  8. Scientifically-Based Research • has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review

  9. SBRR in a Nutshell • Scientific method • Begins with hypothesis • Controls are used • Outcome proves or disproves the hypothesis • Replicated – Repeat studies find the same results

  10. SBRR in a Nutshell • Generalized – Study findings represent truth for the general population. • Meets Rigorous Standards – Methods and conclusions must be confirmed by peer review. • Convergent findings – Conclusions are in line with findings from other studies.

  11. Horse Race Studies

  12. Important Documents

  13. Let’s look at the 5 Areas • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

  14. NRP Findings on PA • PA training improves phonemic awareness • PA training improves decoding • PA training improves spelling • PA training improves comprehension

  15. NRP Findings on PA • PA training works for preK, K, 1 and older disabled readers • PA training works with high- and low-SES children • PA training does not improve spelling for reading-disabled students

  16. NRP Findings on PA • PA training works in English and in other languages. • Many different activities can be used in the trainings; a focus on one or two skills appears more effective than more. • Blending and segmenting are most powerful.

  17. NRP Findings on PA • Overlearning letter names, shapes, and sounds should be emphasized along with PA training. • Between 5 and 18 hours yielded the strongest effects. Longer programs were less effective. (But the panel cautioned against making “rules” about time.)

  18. NRP Findings on PA • Regular classroom teachers can effectively implement the training • Small groups were more effective than whole class or tutoring

  19. Some Effective Techniques • Oddity Tasks • Adding Sounds • Deletion Tasks • Sound Blending • Stretch Sounding

  20. Elkonin Boxes

  21. Elkonin Boxes

  22. Elkonin Boxes

  23. Elkonin Boxes

  24. Elkonin Boxes m a n

  25. Sound Sorting

  26. Sound Sorting

  27. Sound Sorting

  28. Sound Sorting

  29. Picture Blending

  30. Picture Blending

  31. Picture Blending

  32. Picture Blending

  33. Task #1

  34. NRP Findings on Phonics • Systematic phonics instruction had a significant effect on children’s reading achievement compared to controls • Synthetic, larger-unit (onset-rime), and other phonics programs all were more effective than controls, but no one type of instruction or instructional program was significantly more effective than any other

  35. Synthetic Phonics • Teach individual letter-sound correspondences in isolation. • Have children sound out unfamiliar words by blending phonemes.

  36. cat = /k/ + /a/ + /t/

  37. Analogy-Based Decoding • Teach children to recognize patterns (chunks) (e.g., -at, -ake). • Teach key sight words containing these chunks (e.g., cat, make). • Teach them to decode unfamilar words by recognizing chunks, recalling the key word, and substituting the onset they’ve just encountered.

  38. vatT: Let’s start with the vowel. Do you see a part you know? S: Yes, at.T: Can you think of a word that has at? S: Yes, cat. T: So take off the c and put a v there. S: /v/ - /at/, /vat/!

  39. Stages of Decoding • Prephonemic (just guessing, using the first letter at most)

  40. birdmight be read as ball

  41. Stages of Decoding • Prephonemic (just guessing, using the first letter at most) • Partial Alphabetic (some letter-sound knowledge is used.

  42. gem is read as gum

  43. Stages of Decoding • Prephonemic (just guessing, using the first letter at most) • Partial Alphabetic (some letter-sound knowledge is used) • Full Alphabetic (left-to-right sequential decoding)

  44. cat = /k/ + /a/ + /t/

  45. Stages of Decoding • Prephonemic (just guessing, using the first letter at most) • Partial Alphabetic (some letter-sound knowledge is used) • Full Alphabetic (left-to-right sequential decoding) • Consolidated Alphabetic (orthographic) (onset and rime approach)

  46. band bandiferous different

  47. band bandiferous different

  48. band bandiferous different

  49. NRP Findings on Phonics • Tutoring, small groups, and whole classes are all effective delivery systems for phonics instruction • Phonics instruction is more effective when it occurs in kindergarten and first grade than later

  50. NRP Findings on Phonics • Phonics instruction is effective for at-risk kindergarteners, at-risk first graders, and disabled students. The findings for older weak readers are confusing. • Phonics instruction improves students’ ability to read real words, pseudowords, and (to a lesser extent) irregular words.

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